Academic Programs Catalog

College of Education

Department of Educational Administration

Marilyn Amey, Chairperson

Graduate Study

Graduate study in the Department of Educational Administration leads to the Master of Arts, Doctor of Education, or Doctor of Philosophy degree. Each degree represents a different level of understanding and skill. Programs and specific degrees available are:

Students who are interested in obtaining school administrator or central office administrator certification, either in addition to or apart from earning a graduate degree in a program that is administered by the Department of Educational Administration, should consult with an academic advisor to ensure that they complete the required courses.

Students seeking Graduate Certificates in Teaching and Learning in Postsecondary Education or Urban Education must consult with the certificate coordinator to ensure that they complete an approved program of study.

Graduate Specialization in Economics of Education

The Graduate Specialization in Economics of Education, which is administered by the College of Education, is designed to provide students with advanced statistical training and understanding of the application of these methods to key educational topics, with particular emphasis on use of economic methods and theories.

The specialization is available as an elective to students who are enrolled in doctoral degree programs at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the doctoral degree. The students program of study must be approved by the advisor for the specialization.

Requirements for the Graduate Specialization in Economics of Education

Students must complete the following with a 3.5 grade-point average in courses across the specialization (18 credits):

1.

Both of the following courses with a grade of 3.0 or higher in each course: (6 credits):

EC

820A

Econometrics IA

3

EC

820B

Econometrics IB

3

2.

One additional 3-credit graduate-level advanced statistics or econometrics course as determined by the student’s guidance committee.

3.

One of the following courses (3 credits):

AFRE

805

Microeconomic Analysis

3

EC

812A

Microeconomics I

3

4.

Both of the following courses (6 credits):

EAD

948

Advanced Economics of Education

3

EAD

949

Advanced Seminar in Education Policy

3

5.

Complete a substantial research paper on a topic in the economics of education as approved by the student's guidance committee.

Educational Leadership - Doctor of Education

The innovative Doctor of Education in Educational Leadership (Ed.D.) aims to achieve high levels of quality and relevance in the preparation of executive educational leaders. In addition, the program seeks to engage faculty and students in the broader Michigan community with the intention of working collaboratively toward effective schools, vital communities, and a re-invigorated state. It is a specialized program in advanced educational leadership practice and is tailored to the needs and interests of targeted students. The program has multiple goals: promoting continuous improvement of schools systems in order to best serve all students; guiding assessment of the politics and policy contexts of schooling; providing opportunities and training for civic engagement with professional and community partners in order to deliberate issues of mutual concern democratically; and engaging in rigorous collaborative research through implementation and evaluation of a creative community action project or through a project designed in consultation with a client organization.

The program is designed for educators and other practitioners who have aspirations for improving their own leadership practice, for developing leadership capacity within their organizations and communities, and for making significant contributions to their local communities and to the future of Michigan. Most graduates with this degree will pursue system-level leadership in various education agencies, including local and regional school districts, state educational agencies, and professional educational associations. Graduates will also be prepared to teach in community colleges and regional universities, or to hold adjunct or clinical positions in research universities, or other types of educational leadership positions. Graduates of the program with appropriate prior credentials and experience will qualify for the Michigan Central Office Administrator endorsement.

The program consists of a minimum of 45 credits of graduate study beyond the master’s degree. In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.

Admission

Applicants to the Doctor of Education degree in Educational Leadership should have leadership experience in a school and hold a master’s degree in education or its equivalent. Students who wish to qualify for the Michigan Central Office Administrator endorsement by completing the Doctor of Education degree in Educational Leadership should already hold the School Administrator credential before applying to the program.

Applicants must:

submit a goal statement.

submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential.

submit scores earned on the Graduate Record Examination (GRE).

Applicants may be required to participate in an interview and to submit a sample of scholarly or professional writing.

Requirements for the Doctor of Education Degree in Educational Leadership

1.

All of the following core courses (18 credits):

EAD

920

Political Economy of Schooling

3

EAD

921

Educational Leadership and Transformation

3

EAD

922

Analyzing Education Systems

3

EAD

923

Organizing for Learning

3

EAD

926

School Finance and Operations

3

EAD

927

Enacting Systemic Improvement

3

2.

All of the following inquiry and research courses (18 credits):

EAD

924

Data and Decisions

3

EAD

929

Collaborative Inquiry

3

EAD

981A

Capstone I

4

EAD

981B

Capstone II

4

EAD

982A

Capstone Seminar I

2

EAD

982B

Capstone Seminar II

2

3.

Both of the following courses (9 credits):

EAD

980

Engaged Educational Leadership

6

EAD

990

Independent Study

3

4.

Completion of the comprehensive examination portfolio.

Education Policy - Doctor of Philosophy

The Doctor of Philosophy in Education Policy is designed for persons who show promise of becoming scholars and leaders in state, national, and international policy communities. The program prepares scholars and leaders to understand, evaluate, and implement education policy analysis in universities, research organizations, government agencies, philanthropies and other institutions in the public and private sectors. Students will have opportunities to develop analytical perspectives on current issues in educational policy and to investigate how these issues shape organizations, practice and learning. Students will acquire an understanding of different contexts for educational-policy formation. They will master the skills essential for policy research and analysis.

In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.

Admission

Persons who hold bachelor’s or master’s degrees from a variety of disciplines may apply for admission to this doctoral program. Applicants with limited backgrounds in education or the underlying policy disciplines of political science, sociology, history, and economics, may be required to complete collateral work that will not count toward the degree requirements.

The review of applications focuses on previous study and experience, compatibility between academic and professional goals and this doctoral program, and demonstration of potential for successful advanced degree work.

Requirements for the Doctor of Philosophy Degree in Education Policy

Students must complete the requirements specified below:

1.

Education Policy Core. All of the following courses (12 credits):

EAD

942

Economics of Education

3

EAD

943

Politics of Education

3

EAD

944

Social Context of Education

3

EAD

947

Comparative International Education Policy

3

2.

Education Inquiry and Research.

a.

All of the following courses (10 to 12 credits):

CEP

930

Educational Inquiry

3

EAD

946A

Regression Analysis for Education Policy

3

EAD

946B

Econometric Analysis for Education Policy

3

EAD

995

Research Practicum in Educational Administration

1 to 3

b.

One 3-credit qualitative research methods course.

c.

One 3-credit advanced research methods course.

3.

Concentration in Education Policy (12 credits):

Four courses in disciplinary or policy studies selected to provide the student with competence in a specialized area of research, including at least 3 credits of EAD 949 Advanced Seminar in Education Policy.

4.

Dissertation

Successful completion of 24 credits of Doctoral Dissertation Research. Students may not earn more than 30 credits in Doctoral Dissertation Research.

Higher, Adult and Lifelong Education - Master of Arts

The master's degree program in higher, adult and lifelong education is designed for persons who are preparing for careers in post-secondary education, public and nonprofit agencies, or business and industry. The program focuses on the broad study of issues, institutions, and practices in the field with emphasis on instruction, program development, and program management.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and employment experiences and potential.

Requirements for the Master of Arts Degree in Higher, Adult and Lifelong Education

The program is available only under Plan B (without thesis). The student must complete 30 credits distributed as follows:

1.

Both of the following courses (6 credits):

EAD

840

Inquiry in Postsecondary Education

3

EAD

868

Proseminar in Higher and Adult Education

3

2.

Three of the following courses (9 credits):

EAD

801

Leadership and Organizational Development

3

EAD

805

Administration in Higher Education

3

EAD

860

Concept of a Learning Society

3

EAD

861

Adult Learning

3

EAD

866

Teaching in Postsecondary Education

3

EAD

870

Foundations of Postsecondary Education

3

EAD

876

Budgeting and Finance in Higher Education

3

EAD

877

Program Planning and Evaluation in Postsecondary Contexts

3

3.

Fifteen additional credits of which 9 credits must be in Educational Administration courses within the Higher, Adult and Lifelong Education program.

4.

Pass a final certifying examination.

Higher, Adult, and Lifelong Education - Doctor of Philosophy

The doctoral program in higher, adult, and lifelong education is designed for individuals pursuing careers as administrators, researchers, professors, or policymakers in the field. The program emphasizes the complex and multifaceted nature of post-secondary education in the United States and other nations. By studying the diversity of contexts, structures, practices, and participants, students in the program should gain a broad, comparative perspective on the interrelated systems that influence the provision of post-secondary education in modern societies. The program is designed to assist students to distill from these perspectives a meaningful professional agenda and to acquire the skills and knowledge needed to carry this agenda forward.

The program is based on the belief that practitioners in the field of higher, adult, and lifelong education must (1) be knowledgeable about current practices, trends, and issues and (2) be able to advance the current boundaries of professional knowledge.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and professional experience, performance, and potential. Applicants may be required to participate in an interview and to submit a sample of scholarly writing.

Requirements for the Doctor of Philosophy Degree in Higher, Adult, and Lifelong Education

1.

Educational Inquiry and Research.

a.

The following course:

CEP

930

Educational Inquiry

3

b.

A graduate level course in quantitative methods approved by the student's guidance committee.

Successful completion and defense of the dissertation. Students must complete 24 credits but may not earn more than 30 credits in EAD 999 Doctoral Dissertation Research.

K-12 Educational Administration - Master of Arts

The graduate degree programs in K–12 educational administration are designed to prepare persons for leadership positions in elementary and secondary education in the United States and other nations.

The master's degree program in K–12 educational administration is designed to prepare individuals for administrative positions in schools and school districts. The program is open to classroom teachers and noneducators who are interested in the practice or teaching of educational administration.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Requirements for the Master of Arts Degree in K–12 Educational Administration

The program is available only under Plan B (without thesis). The student must complete 30 credits and meet the requirements specified below, which must be approved by the student’s academic advisor.

A core of selective experiences that builds on four critical leadership capacities: (1) vision building, interpersonal and political skills; (2) organizational analysis and operation; (3) research and inquiry; and (4) engagement with families and communities. In addition, the core experience will include field-based leadership internships (24 credits)

A minimum of 6 credits in an area of emphasis focused on professional interest.

Pass a final certifying examination.

K-12 Educational Administration - Doctor of Philosophy

The doctoral degree program in K–12 educational administration is designed to prepare persons who will become administrators in K–12 school systems; administrators, educators, or researchers in institutions of higher education; or policy analysts or policy makers in a variety of agencies concerned with K–12 education.

Perspectives on K–12 educational administration, study of topics of enduring concern to educational administrators, clinical experiences, and applied research are integral aspects of this doctoral program.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success within the program. Such indications include a high level of academic performance at the bachelor's and master's levels, evidence of leadership in education, and a statement of professional goals that is consistent with the objectives and resources of the program. Applicants must submit a writing sample.

Requirements for the Doctor of Philosophy Degree in K–12 Educational Administration

Students must meet the requirements specified below.

1.

Educational Inquiry and Research:

a.

The following courses:

CEP

930

Educational Inquiry

3

CEP

932

Quantitative Methods in Educational Research I

3

b.

One of the following courses:

CEP

933

Quantitative Methods in Educational Research II

3

A 900–level course in advanced qualitative methods approved by the student's guidance committee.

c.

A research practicum to be taken after the student has completed the courses referenced in items 1.a. and 1.b. above:

EAD

995

Research Practicum in Educational Administration

1 to 3

2.

K–12 Educational Administration:

a.

One of the following courses:

EAD

990

Independent Study

3

EAD

994

Laboratory and Field Experience in Educational Administration

3

b.

At least 12 credits in other K–12 educational administration courses approved by the student's guidance committee.

3.

Concentration Course work. Students must complete a minimum of 9 credits of course work that builds expertise in an area related to their doctoral research. These courses should be organized around a specific theme, must be selected with an advisor's guidance, and must be approved by the student's guidance committee. These courses may be taken inside or outside the Department of Educational Administration.

4.

Successful completion and defense of the dissertation. Students may not earn more than 30 credits in EAD 999 Doctoral Dissertation Research.

Student Affairs Administration - Master of Arts

The master's degree program in student affairs administration is designed for persons who plan to be employed in this field within institutions of higher education. The program is designed to enable students to achieve an understanding of educational administration, higher education, and student affairs administration. Course work in the major integrates theory and practice. Courses can be chosen to reflect a student's interest in administration and leadership, teaching and learning, or adult development, and to build skills in academic advisement, training and development, communications, or counseling.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applicants must submit a written statement of their volunteer experiences and interests that are related to the field of student affairs administration. The three required letters of recommendation must be from persons who are acquainted with the applicant's (1) academic and employment performance and (2) potential for graduate work and professional administration in higher education. Applicants must be available for an interview.

Requirements for the Master of Arts Degree in Student Affairs Administration

The program is available only under Plan B (without thesis). The student must complete 40 credits distributed as follows:

1.

All of the following courses (25 credits):

EAD

805

Administration in Higher Education

3

EAD

870

Foundations of Postsecondary Education

3

EAD

871

Collegiate Contexts for Teaching and Learning

3

EAD

873

The College Student Experience

3

EAD

874

Student Affairs in Collegiate Settings I

3

EAD

875

Student Affairs in Collegiate Settings II

3

EAD

889

Research and Assessment in Student Affairs

3

EAD

893

Professional Development Seminar in Student Affairs

4

2.

Two or three courses selected from EAD course offerings approved by the student's academic advisor (6 to 9 credits)

3.

Two or three additional courses in such areas as academic advisement, training and development, communications, and counseling approved by the student's academic advisor (6 to 9 credits).

The Graduate Certificate in Teaching and Learning in Postsecondary Education is a professional development program designed to assist current educators and practitioners from a variety of professional settings and disciplines who seek to enhance their understanding of teaching and learning issues for adult learners. The flexible schedule of the graduate certificate program accommodates both full-time students and working professionals. The certificate is available only online.

Admission

To be considered for admission students must possess a 3.0 grade-point average in the final two years of undergraduate study. Students will submit a personal statement indicating their interest in the program and how it fits within their professional goals. Applicants whose grade-point average is below 3.0 during the final two years of undergraduate study may be considered for admission to the program on a provisional basis.

Requirements for the Graduate Certificate in Teaching and Learning in Postsecondary Education

Students must complete the following (9 credits):

1.

The following course (3 credits):

EAD

861

Adult Learning

3

2.

At least two of the following courses (6 credits):

EAD

860

Concept of a Learning Society

3

EAD

863

Training and Professional Development

3

EAD

866

Teaching in Postsecondary Education

3

EAD

871

Collegiate Contexts for Teaching and Learning

3

EAD

877

Program Planning and Evaluation in Postsecondary Contexts

3

EAD

878

Education in the Digital Age

3

Urban Education - Graduate Certificate

The Graduate Certificate in Urban Education, which is administered by the Department of Educational Administration in the College of Education, is designed for students who aspire to understand and focus on issues involving urban education including the racial academic achievement gap; allocation of resources for urban schools; contexts of social, cultural, and economic differences; and the possibilities of transforming the ways in which urban school children learn to be active and engaged participants in their communities.

The certificate is available as an elective to students who are enrolled in master's or doctoral degree programs with approval from the urban education faculty. Students must meet the requirements of the certificate specified below, in addition to the requirements for the student’s primary degree program.

Requirements for the Graduate Certificate in Urban Education

Students must complete the following (12 credits):

1.

The following course (3 credits):

EAD

901

Urban Education: An Historical Overview

3

2.

Three of the following courses (9 credits):

CEP

943

Multicultural Issues in Special Education

3

EAD

822

Engaging Diverse Students and Families

3

EAD

830

Issues in Urban Education: Racial Achievement Gap

3

EAD

926

School Finance and Operations

3

EAD

940

Organizational Analysis of Education

3

TE

961

Urban Politics, Education, and School Reform

3

TE

962

Teachers and Teaching in Urban Contexts

3

TE

963

Critical Race Theory in Education

3

3.

Students must complete a research paper on a topic in urban education which may focus on issues related to policy, curriculum, leadership or counseling as they pertain to understanding problems and strengths in urban schools. The research paper topic must be pre-approved by the urban education faculty and completed while enrolled in one of the courses listed above.